LEARNING

DISABILITIES IN
CHILDREN

SUBMITTED TO, SUBMITTED BY,

Mrs.Bindu. K. Shankar Aswathy. R. C
Assistant Professor 1st year MSc Nursing
Government College of Nursing Government College of Nursing
Thrissur Thrissur
INTRODUCTION

Learning disabilities, or learning disorders, are an umbrella term for a wide variety of learning
problems. A learning disability is not a problem with intelligence or motivation. Children with
learning disabilities aren’t lazy or dumb. In fact, most are just as smart as everyone else. Their
brains are simply wired differently. This difference affects how they receive and process
information. The most common types of learning disabilities involve problems with reading,
writing, math, reasoning, listening, and speaking. It can be tough to face the possibility that
your child has a learning disorder. No parents want to see their children suffer. The important
thing to remember is that most kids with learning disabilities are just as smart as everyone else.
They just need to be taught in ways that are tailored to their unique learning styles.

DEFINITION

Learning disability refers to a heterogenous group of disorders manifested by significant

difficulties in the acquisition and use of listening, speaking, reading, writing, reasoning or
mathematic skill.

CAUSES
While there is no consensus in the scientific fraternity on the exact cause of learning disabilities,
there are certain factors that have been observed to be prevalent in individuals with learning
disabilities. Theories have not been proved unilaterally and that more research is being made
in these fields. Some of the common theories are as follows:

1. Genetics

It has been observed that learning disabilities seem to run in families. If someone in the family
has had a learning disability, then other children in the family might have them too. A
counterclaim is that children might just be learning from the adults’ behavior.
2.Development of the Brain

A second theory proposes that learning disabilities can be linked to issues with the brain
development of the child before birth and after. Factors such as low oxygen supply,
malnutrition during pregnancy, and even premature birth can affect the development of the
brain. Even an injury to the head can cause brain development issues that can in turn cause
learning disabilities.

3.Environmental Influences

Infants and children are particularly susceptible to environmental factors that range from toxins
to nutrition. These factors could also influence the learning centres of the brain and cause
learning disabilities.

SIGNS AND SYMPTOMS OF LEARNING DISABILITIES

There are many signs you can look out for to see if your child is having any difficulty with
learning.

1. Pre-School Age

 Child having difficulty with zippers, buttons, and tying up shoelaces

 Difficulty with rhyming words and pronunciation

 Finding it hard to find the correct word

 Trouble learning shapes, days of the week, the alphabet and numbers

 Difficulty in learning routines or directions

 Problems with handling scissors, crayons, and coloring within the lines

2. Ages 5-9

 Difficulty in merging sounds to make words

 Trouble telling time and the sequence of events

  Repeated issues with spellings

 Difficulty with math concepts

 Inability to identify basic words when reading

 Problems associating letters with their corresponding sounds

 Slowness when it comes to learning a new skill

3. Ages 10-13

 Difficulty with organization and will more than likely have a messy bedroom or
desk

 Difficulty with questions that are open-ended, especially on tests

 Bad handwriting

 Different spellings for the same word on the same document

 Difficulty with reading out loud and a dislike for tests

 Trouble with comprehension of reading as well as math concepts

 Difficulty with following class discussion and poor class participation

TYPES OF CHILD LEARNING DISABILITIES

There are many types of learning disabilities that affect different aspects of the brain. Each one
behaves differently and affects different areas of learning.

1. Auditory Processing Disorder (APD)

This disorder deals with the way in which the brain processes or interprets the auditory inputs
going to the individual. The brain will not be able to distinguish between similar yet different
sounds in words while also being unable to tell where the sound is coming from and which
order. These individuals may find it hard to block background noise.
2. Dyscalculia

Dyscalculia affects the way in which the brain comprehends numbers and mathematical
symbols. Individuals with this disorder will have trouble with learning the order of numbers,
counting, as well as difficulty with telling time

3. Dysgraphia

This disability affects the ability to write, and you will notice bad handwriting with
disproportionate spacing between words. Dysgraphia affects the individual’s fine motor skills
and will most likely affect space planning on paper, the ability to think and write at the same
time, and spellings.

4. Dyslexia

Dyslexia is a disorder that affects reading and language-related comprehension skills. It is in

fact also known as a Language-Based Learning Disability. This disorder can affect reading,
writing, reading comprehension, recall, spelling and even speech.

5. Language Processing Disorder

This disorder is a type of Auditory Processing Disorder. Here, the brain finds it tough to attach
meaning to a set of sounds reaching the brain in sets that would constitute sentences, stories,
and even words. This disorder affects only the comprehension of language.

6. Non-Verbal Learning Disabilities

In this disorder, the individual will usually display a high ability with verbal skills but weak
motor skills, spatial understanding, and poor social skills. This disability affects the
understanding of non-verbal cues such as facial expressions and body language.

7. Visual Motor Deficit

This disorder is usually seen in individuals suffering from non-verbal learning disabilities or
dysgraphia. The individual will have problems with discerning meaning from information that
they see. It also affects their ability to draw or copy. Some other challenges include struggles
with cutting, holding the pen or pencil too tightly, and finding it hard to notice subtle
differences in shapes or printed letters.

1. AUDITORY PROCESSING DISORDER

Auditory Processing Disorder (APD) is a disorder of the auditory (hearing) system that causes
a disruption in the way that an individual’s brain understands what they are hearing. It is not a
form of hearing loss, despite showing difficulty with hearing-related tasks.Auditory Processing
Disorder is a disorder of the auditory system at the level of the brain, in an area called the
auditory cortex.

Auditory Processing Disorder, also referred to as Central Auditory Processing Disorder

(CAPD), can occur in both children and adults. It can only be tested for and diagnosed by an
audiologist.

SIGNS AND SYMPTOMS

Signs and symptoms of Auditory Processing Disorder vary from person to person. Many of
these symptoms can often be associated with other commonly known disorders, such as
ADD/ADHD, Autism Spectrum Disorder and speech and/or language disorders. A child with
APD often appears to have a combination of many symptoms.

Some of the most frequently reported symptoms of APD include:

 Significant difficulty understanding speech, especially in the presence of background

noise
 Difficulty following multi-step directions that are presented verbally, without visual
cues
 Easily distracted by loud or spontaneous (sudden) sounds
 Difficulty attending to long lectures or other long periods of listening
 Difficulty remembering and/or effectively summarizing information presented verbally
 Difficulty reading, spelling, and/or writing when compared to their peers (performs
consistently below grade level)
 Trouble following abstract thoughts or ideas
  Delayed or misunderstanding of jokes, idioms, and figurative language

DIAGNOSIS

Often times a child is identified by their parent or school teacher with concerns for auditory
processing difficulties, and a referral to audiology can be placed by the child’s pediatrician to
begin the evaluation process. Due to the complexity of APD, there are several factors that are
required for a child to be eligible for testing.

A child must:

 Be at least 7 years old

 Have normal hearing, normal speech and language skills
 Have normal (or at least near-normal) intelligence

In addition, there are some co-occurring conditions that prevent a child from qualifying for
testing.

Common reasons that a child may not be eligible for APD testing include:

 Autism Spectrum Disorder

 Down Syndrome
 Developmental delay/disorder
 Intellectual disability or below average IQ
 Significant speech/language disorders, such as apraxia of speech, stuttering, etc.
 Hearing loss of any degree or type

Because of the similarities of APD with other disorders, determining if a child is eligible for
testing requires a very comprehensive review of the child’s past medical, educational, and
developmental history. Testing for APD requires a child to participate in several listening tests
that assess different areas of the auditory system. This testing can last for up to two hours, and
requires a significant amount of attention and effort from the child. The results of each test are
compiled and reviewed to determine if a diagnosis of APD is appropriate.
TREATMENT

Following a diagnosis of APD, a customized list of recommendations to best help the child
succeed is created by the audiologist and provided to the child’s family and school for
consideration. Each child and diagnosis is different, so careful attention is taken to ensure that
the child’s individual needs are met appropriately.

Some examples of recommendations include:

 Specific and strategic seating arrangements in class

 A device to help raise the level of the teachers voice above the classroom noise, called
an FM system
 Written or picture-based instructions to accompany verbally presented instructions
 Specific focus on auditory processing skills in a therapy setting

Can it be Cured

The areas of the brain responsible for auditory processing abilities continue to grow and
develop throughout childhood until around age 13, when the auditory system is considered to
be more mature and adult-like.

Due to this gradual maturation, it is possible that a child who was diagnosed with APD before
age 13 could essentially “grow out” of APD. Additionally, a child’s auditory processing skills
may also improve if he or she is receiving therapy for APD.

For these reasons, it is recommended that children diagnosed with APD before age 13 be re-
tested every 1-2 years until after their 13th year to monitor for any changes or improvements
with their auditory processing skills.

2.DYSCALCULIA

Dyscalculia, in general terms, is a brain-based condition that makes it extremely hard to make
sense of numbers and math concepts.Children suffering from this condition must work hard
just to learn and memorise basic number facts. Often, the child may be doing well in other
subjects but when it comes to math, it can be a struggle. These and other factors can lead to the
rise of low self-esteem and anxiety in these children.
CAUSES:

There is no exact cause of dyscalculia that has been found but some causes include:

 Genes and heredity: Dyscalculia is common in some families. Studies have found that
a child with dyscalculia often has a parent or sibling with similar math issues.

 Development of the brain: Dyscalculia may be related to the development of the brain.
Certain differences in the surface area, thickness and volume of some parts of the brain
may be behind dyscalculia.

 Environment: Alcohol is prohibited during pregnancy. Dyscalculia is often linked to

alcohol consumption during pregnancy. Other factors may be premature birth and low
birth weight.

SYMPTOMS

Although, most children have problems when they study math but certain clues should not be
ignored. The initial clue that a child has difficulty with math is if he or she struggles to learn
how to count of has inadequate number sense.

Symptoms of dyscalculia include:

1. Poor understanding of math signs and symbols (+, -, *).

2. A difficulty with basic math tasks such as addition, subtraction, multiplication, and
division.

3. A difficulty with timetables.

4. Poor mental arithmetic skills.

5. A difficulty with normal tasks like checking change.

6. Inability to keep score during games.

7. Have a poor sense of direction even with the help of a compass.

Note: In extreme cases, these symptoms may lead to a phobia of mathematics or mathematical
devices.
Types:

There are several types of dyscalculia in children. Some are verbal in nature while refer to
problems in performing arithmetic operations.

1. Qualitative: Failure to master the skills required for an operation.

2. Intermediate: Inability to operate with number and symbols.

3. Verbal: Problem in naming the number of things.

4. Operational: Problem in performing arithmetic operations.

5. Graphical: Problems in writing mathematical symbols and numerals.

Dyscalculia affects more than your child's ability to handle maths. Since math skills are in use
every day in various places such as the kitchen to the playground to the workplace, a child with
dyscalculia may suffer in many ways.

 Social skills: Failing repeatedly in math class can affect your child's self-esteem. They
are unable to make new friends or participate in extra activities outside the school.

 Sense of direction: A child with dyscalculia may have trouble with directions. He or
she may have difficulty reading maps or following directions.

 Physical co-ordination: Dyscalculia affects how the brain and eyes work together.

 Money management: A child suffering from dyscalculia may find it difficult to balance
a chequebook and estimate costs.

TREATMENT:

There is no cure or prevention for dyscalculia now. However, there are therapies, ways and
treatment that could help your child.

 To begin, help the child learn math by using various strategies. Identify and understand
the areas of difficulty.

 Understand how the child learns. If the child is a visual learner, using physical objects
may help.
  Know that math skills are inter-related. Begin by training the child in the most basic
level of counting, adding, and subtracting. Once, when these skills have been mastered,
the child can move on to multiplication and subtraction.

 Educational therapy: Helps kids with different kinds of learning and attention issues
develop strategies for working around these issues.

 Speech therapy: For kids who have trouble reading and articulating the language of
math.

 Occupational therapy: For kids who have trouble with visual-spatial skills.

 Play math-related games designed to help your child have fun and feel more
comfortable with math.

Parents should know that it is never too late to overcome a learning difficulty, which includes
dyscalculia. It takes a lot of effort and hard work to make a child with dyscalculia work through
his challenges and succeed in math.

3.DYSGRAPHIA

Dysgraphia is a learning disability characterized by problems with writing. It’s a neurological

disorder that can affect children or adults. In addition to writing words that are difficult to read,
people with dysgraphia tend to use the wrong word for what they’re trying to communicate.The
cause of dysgraphia isn’t always known, though in adults it sometimes follows a traumatic
event.

SYMPTOMS

Illegible handwriting is a common sign of dysgraphia, but not everyone with messy
penmanship has the disorder. It’s also possible to have neat handwriting if you have dysgraphia,
though it may take you a long time and a lot of effort to write neatly.

Some common characteristics of dysgraphia include:

 incorrect spelling and capitalization

  mix of cursive and print letters

 inappropriate sizing and spacing of letters

 difficulty copying words

 slow or labored writing

 difficulty visualizing words before writing them

 unusual body or hand position when writing

 tight hold on pen or pencil resulting in hand cramps

 watching your hand while you write

 saying words aloud while writing

 omitting letters and words from sentences

Other effects of dysgraphia

 People with dysgraphia often have trouble concentrating on other things while writing.
This can make it difficult to take notes during class or a meeting because so much
attention is being paid to getting each word down on paper. Other things that are said
may be missed.

 Students with dysgraphia may also be accused of being sloppy or lazy because their
handwriting isn’t neat. This can affect self-esteem and lead to anxiety, a lack of
confidence, and negative attitudes toward school.

CAUSES OF DYSGRAPHIA

If dysgraphia appears in childhood, it’s usually the result of a problem with orthographic
coding. This is an aspect of working memory that allows you to permanently remember written
words, and the way your hands or fingers must move to write those words.With dysgraphia,
kids or adults have a harder time planning and executing the writing of sentences, words, and
even individual letters. It’s not that you don’t know how to read, spell, or identify letters and
words. Instead, your brain has problems processing words and writing.
SYMPTOMS

Children with dysgraphia often have other learning disabilities. For example, having attention-
deficit hyperactivity disorder (ADHD) may raise the risk Trusted Source of having dysgraphia.
That’s because attention is closely linked to both writing and reading abilities.

 Other learning disabilities associated with dysgraphia include dyslexia (trouble

reading), and oral and written language (OWL) learning disability.

 Other symptoms include trouble placing words in the right order in a sentence and
difficulty remembering words.

DIAGNOSIS

For children, part of the diagnostic process may include an IQ test and an assessment of their
academic work. Specific school assignments may also be examined.

TREATMENTS

Occupational therapy may be helpful in improving handwriting skills. Therapeutic activities

may include:

 holding a pencil or pen in a new way to make writing easier

 working with modeling clay

 tracing letters in shaving cream on a desk

 drawing lines within mazes

 doing connect-the-dots puzzles

If other learning disabilities or health issues are present, treatment options will need to address
those conditions as well. Medications may be needed to treat ADHD, for example.
For some people, occupational therapy and motor skills training can help improve their writing
ability. For others, it remains a lifelong challenge.Some classroom strategies that may help
include:

 a designated note taker in the classroom

 use of a computer for notes and other assignments

 oral exams and assignments, instead of written ones

 extra time on tests and assignments

 lesson or lecture notes provided by the teacher as printouts, recordings, or in digital

form

 pencils or other writing implements with special grips to make writing easier

 use of wide-ruled or graph paper

And if you feel that the treatment you or children receive for dysgraphia isn’t sufficient, don’t
give up. Look for other therapists or resources in your community that may help.

4.DYSLEXIA

Dyslexia is a learning disorder that involves difficulty reading due to problems identifying
speech sounds and learning how they relate to letters and words (decoding). Also called reading
disability, dyslexia affects areas of the brain that process language.

People with dyslexia have normal intelligence and usually have normal vision. Most children
with dyslexia can succeed in school with tutoring or a specialized education program.
Emotional support also plays an important role. Though there's no cure for dyslexia, early
assessment and intervention result in the best outcome. Sometimes dyslexia goes undiagnosed
for years and isn't recognized until adulthood.

SYMPTOMS

Signs of dyslexia can be difficult to recognize before the child enters school, but some early
clues may indicate a problem. Once your child reaches school age, your child's teacher may be
the first to notice a problem. Severity varies, but the condition often becomes apparent as a
child starts learning to read.

Before school

Signs that a young child may be at risk of dyslexia include:

 Late talking

 Learning new words slowly

 Problems forming words correctly, such as reversing sounds in words or

confusing words that sound alike

 Problems remembering or naming letters, numbers and colors

 Difficulty learning nursery rhymes or playing rhyming games

School age

Once your child is in school, dyslexia signs and symptoms may become more apparent,
including:

 Reading well below the expected level for age

 Problems processing and understanding what he or she hears

 Difficulty finding the right word or forming answers to questions

 Problems remembering the sequence of things

 Difficulty seeing (and occasionally hearing) similarities and differences in letters

and words

 Inability to sound out the pronunciation of an unfamiliar word

 Difficulty spelling

 Spending an unusually long time completing tasks that involve reading or writing

 Avoiding activities that involve reading

Teens and adults

Dyslexia signs in teens and adults are similar to those in children. Some common dyslexia signs
and symptoms in teens and adults include:

 Difficulty reading, including reading aloud

 Slow and labor- intensive reading and writing

 Problems spelling

 Avoiding activities that involve reading

 Mispronouncing names or words, or problems retrieving words

 Trouble understanding jokes or expressions that have a meaning not easily

understood from the specific words (idioms), such as "piece of cake" meaning
"easy"

 Spending an unusually long time completing tasks that involve reading or writing

 Difficulty summarizing a story

 Trouble learning a foreign language

 Difficulty memorizing

 Difficulty doing math problems

CAUSES

Dyslexia tends to run in families. It appears to be linked to certain genes that affect how the
brain processes reading and language, as well as risk factors in the environment.

RISK FACTORS

Dyslexia risk factors include:

 A family history of dyslexia or other learning disabilities

 Premature birth or low birth weight

  Exposure during pregnancy to nicotine, drugs, alcohol or infection that may alter
brain development in the fetus

 Individual differences in the parts of the brain that enable reading

COMPLICATIONS

Dyslexia can lead to a number of problems, including:

 Trouble learning. Because reading is a skill basic to most other school subjects,
a child with dyslexia is at a disadvantage in most classes and may have trouble
keeping up with peers.

 Social problems. Left untreated, dyslexia may lead to low self-esteem, behavior
problems, anxiety, aggression, and withdrawal from friends, parents and teachers.

 Problems as adults. The inability to read and comprehend can prevent a child
from reaching his or her potential as the child grows up. This can have long-term
educational, social and economic consequences.

Children who have dyslexia are at increased risk of having attention-deficit/hyperactivity

disorder (ADHD), and vice versa. ADHD can cause difficulty sustaining attention as well as
hyperactivity and impulsive behavior, which can make dyslexia harder to treat.

DIAGNOSIS

There's no single test that can diagnose dyslexia. A number of factors are considered, such as:

 Child's development, educational issues and medical history. whether any

family members have a learning disability.

 Home life. description of family and home life, including who lives at home and
whether there are any problems at home.

 Questionnaires. family members or teachers answer written questions. Child

may be asked to take tests to identify reading and language abilities.

 Vision, hearing and brain (neurological) tests. These can help determine
whether another disorder may be causing or adding to child's poor reading ability.
  Psychological testing. The doctor may ask child questions to better understand
child's mental health. This can help determine whether social problems, anxiety
or depression may be limiting child's abilities.

 Testing reading and other academic skills. Child may take a set of educational
tests and have the process and quality of reading skills analyzed by a reading
expert.

TREATMENT

There's no known way to correct the underlying brain abnormality that causes dyslexia —
dyslexia is a lifelong problem. However, early detection and evaluation to determine specific
needs and appropriate treatment can improve success.

Educational techniques

Dyslexia is treated using specific educational approaches and techniques, and the sooner the
intervention begins, the better. Psychological testing will help child's teachers develop a
suitable teaching program.

Teachers may use techniques involving hearing, vision and touch to improve reading skills.
Helping a child use several senses to learn — for example, listening to a taped lesson and
tracing with a finger the shape of the letters used and the words spoken — can help in
processing the information.

Treatment focuses on helping child:

 Learn to recognize and use the smallest sounds that make up words (phonemes)

 Understand that letters and strings of letters represent these sounds and words
(phonics)

 Comprehend what he or she is reading

 Read aloud to build reading accuracy, speed and expression (fluency)

 Build a vocabulary of recognized and understood words

If available, tutoring sessions with a reading specialist can be helpful for many children with
dyslexia. If child has a severe reading disability, tutoring may need to occur more frequently,
and progress may be slower.

Individual education plan

In the United States, schools have a legal obligation to take steps to help children diagnosed
with dyslexia with their learning problems. Talk to your child's teacher about setting up a
meeting to create a structured, written plan that outlines your child's needs and how the school
will help him or her succeed. This is called an Individualized Education Plan (IEP).

Early treatment

Children with dyslexia who get extra help in kindergarten or first grade often improve their
reading skills enough to succeed in grade school and high school.

Children who don't get help until later grades may have more difficulty learning the skills
needed to read well. They're likely to lag behind academically and may never be able to catch
up. A child with severe dyslexia may never have an easy time reading, but he or she can learn
skills that improve reading and develop strategies to improve school performance and quality
of life.

Coping and support

Emotional support and opportunities for achievement in activities that don't involve reading
are important for children with dyslexia. If your child has dyslexia:

 Be supportive. Trouble learning to read may affect child's self-esteem. Be sure

to express love and support. Encourage child by praising his or her talents and
strengths.

 Talk to child. Explain to child what dyslexia is and that it's not a personal failure.
The better child understands this, the better he or she will be able to cope with
having a learning disability.
  Take steps to help child learn at home. Provide a clean, quiet, organized place
for child to study, and designate a study time. Also, make sure child gets enough
rest and eats regular, healthy meals.

 Limit screen time. Limit electronic screen time each day and use the extra time
for reading practice.

 Stay in contact with your child's teachers. Talk with teachers frequently to
make sure child is able to stay on track. If needed, be sure he or she gets extra
time for tests that require reading. Ask the teacher if it would help child to record
the day's lessons to play back later.

 Join a support group. This can help stay in contact with parents whose children
face similar learning disabilities. Support groups can provide useful information
and emotional support.

5.LANGUAGE PROCESSING DISORDERS

“Processing disorder” is a broad term that is used to describe a range of communication

disorders. Two common processing disorders are language processing disorder and auditory
processing disorder.

A language processing disorder (LPD) is not the same as an auditory processing disorder
(APD). In an LPD, children will have trouble understanding and making sense of the words
they hear. They may have problems:

 Following directions
 Understanding stories

Children with APD have trouble hearing and interpreting the message. It is different from
hearing loss or deafness. Children with APD:

 May have normal hearing

 Do not correctly process or interpret what they hear
 Have trouble hearing the differences between sounds in words. This can happen even
when the sounds are clear and loud enough to be heard.
 May have more trouble when in a noisy area
CAUSES OF A LANGUAGE PROCESSING DISORDER

LPD is a neurological problem. The exact cause is often unknown. LPD affects the skills
needed to understand information presented verbally. Those skills include attention, memory,
following directions, learning, and sometimes even reading and spelling.

SYMPTOMS
Children with LPD often have trouble with:

 Following multistep directions

 Following spoken directions
 Rhyming, reading, spelling and writing
 Understanding and joining in conversations with peers and adults
 Vocabulary and sentence structure

TREATMENT FOR A LANGUAGE PROCESSING DISORDER

Treatment for LPD includes therapy that is based on the child’s individual needs. Therapy may
include:

 Improving listening skills

 Working on ways for the child to be a successful learner at school and in the community
 Computer programs and assistive listening devices to improve the processing skills

A team that includes a speech-language pathologist, audiologist, teacher and pediatrician is

important to help improve the outcome of a child with LPD.

 Give simple and direct instructions.

 Reduce background noise at home.
 Get the child’s attention before giving directions.
 Speak clearly while facing the child.
 Use pictures to support what is being said.
 Ask the child to restate what is heard.
 Provide predictable routines for daily living.
6.NONVERBAL LEARNING DISORDER

Nonverbal learning disorder (NVLD) or nonverbal learning disability, is a neurological

condition marked by a collection of academic and sometimes social difficulties experienced by
children of average or superior intelligence. NVLD may include problems drawing, writing,
telling time using analog clocks, or otherwise manipulating visual-spatial information. Tasks
that require motor coordination, such as tying shoes, may also be impaired. NVLD may also
include problems with executive function and higher-order information processing, math and
social skills.

Symptoms

The signs and symptoms of a nonverbal learning disorder are difficult to pinpoint, as so many
deficits potentially fall under this umbrella term, and most children do not exhibit all behaviors.

 Typically, in spite of a large vocabulary and strong language, memory, and verbal
skills, the child has difficulty with reading comprehension and higher forms of math,
especially mathematical word problems.
 Deficits in fine and gross motor skills result in difficulty with handwriting, using
scissors and tools, riding a bicycle and participating in sports.
 Behaviorally, resistance to change, lack of common sense, fear of new situations,
concrete, literal, and focused thinking while missing the bigger picture, and difficulty
in social situations are all traits associated with a nonverbal learning disorder.
 A fear of new situations may make it difficult to meet new people and make friends.
 A child with nonverbal learning disorder depends heavily on the spoken word as a
primary social tool and as a result may be thought of by others as someone who talks
too much.
 Social deficits may include underdeveloped or absent skills that most people learn
intuitively, through observation rather than by instruction.
 Children with nonverbal learning disorder have trouble receiving and interpreting
nonverbal forms of communication, such as body language, facial expressions, the
concept of personal space, or when “enough is enough” of certain types of behavior.
Some experts argue that in certain cases, Asperger's and nonverbal learning disorder
may even be the same condition viewed in different ways.
CAUSES

Nonverbal learning disorder is thought to be related to a deficit in the right cerebral hemisphere
of the brain, where nonverbal processing occurs. Over time, the child may develop systems,
including rote memories of past experiences, as a guide for how to behave in new situations
rather than responding to specific social cues.

TREATMENT

There is no single recommended treatment plan for nonverbal learning disorder. After
observation and an initial assessment to determine a child’s specific needs, school-based
professionals can put a plan into place for both social and academic accommodations necessary
for improvement. These interventions may include

 Extra practice time for developing skills in pattern recognition and organizing thoughts
and counseling to help the child better understand social expectations.
 At-home strategies can be developed to reinforce school-based learning and
interventions.
 Psychotherapy may also be appropriate, since children with nonverbal learning
disabilities may be at higher risk than typically developing children of having
generalized and social anxiety disorders. Treatment approaches for different children
vary with the type and degree of symptoms displayed.

7.VISUAL MOTOR DEFICIT

Otherwise known as Visual Perceptual Motor Deficit, Visual Perceptual Disorder affects a
child’s ability to understand visual information. The way a person’s eyes move plays an integral
role in how well they attain and comprehend sensory data; when they’re suffering from visual
perceptual disorder, they can experience difficulty with reading comprehension, paying
attention in class, and retaining information (specifically when it comes to reading a board and
taking notes).

SYMPTOMS
Parents and teachers often notice visual perception or motor dysfunction when the child:
  Isn’t able to read or work with numbers on a page even when they have normal
development in other ways

 Doesn’t like school and resists reading, sometimes becoming very upset about having
to do it

 Difficulty using a crayon or pencil

 May seem uncoordinated, and often runs into things

Signs of visual perception or motor dysfunction depend on which of the following visual
problems a child has:

 Discrimination. The child has trouble seeing the difference between similar letters or
shapes. The child may confuse “u” and “n” or “p,” “q,” and “b.”

 Figure-ground discrimination. It is hard for a child to pick out a shape, letter, or number
from the background of a page. Reading is slow, and it’s hard for a child to find
something on the page.

 Sequencing. The child will struggle to understand things in the order they appear on
the page. The child may skip words or lines when reading. Some children switch the
order of letters, words, and numbers. This is not dyslexia.

 Visual-motor processing. A child has trouble with eye-hand coordination.

Handwriting is hard. It’s hard to write on the line, so handwriting might be crooked.
Copying from a book or the board is hard. The child may have poor coordination and
have trouble with sports.

 Memory. Children have a hard time remembering what they’ve seen. It is hard, for
example, to memorize sight words or math facts. For example, a child may not
remember something he or she just read on the previous page of a book.

 Spatial. A child doesn’t know where things are. It’s hard to tell how close they are from
the child and each other. The child may bump into things and people as a result. Some
children have trouble understanding maps or anything else that relies on the ability to
perceive space and distance.

 Closure. Children with normal development know what an object is even if they see
only part of it — like part of car or chair. Children with this visual processing
dysfunction have trouble filling in the missing pieces.
CAUSES
Visual perception and visual motor dysfunction are problems with how the brain makes sense
of what it sees. Researchers are not sure why some children have problems with visual
perception or visual motor skills.
Some research has found that children with a serious head injury might have these problems.
Other research found that being born premature and being very small at birth might cause these
problems.
In some cases, dyslexia (problems with language) may lead to visual perception dysfunction.
DIAGNOSIS AND TESTS
Physician will

 Ask questions about concerns and what you notice about your child’s reading, writing,
and coordination.

 Refer you to an ophthalmologist (eye doctor) to check if the problem is your child’s
eyesight.

 Refer you to a neuropsychologist or occupational therapist to assess your child if the

problem is not related to eyesight. The therapist will do a test like the Beery VMI (visual
motor integration). Your child will do different tasks like copying shapes, picking out
matching shapes, and tracing along a line.

TREATMENTS
Children with visual perception or visual motor dysfunction usually need help with school.
Many children get an individualized education plan (IEP). Schools are legally required to give
special services to a child with an IEP to help them be successful in school.

School strategies for children with visual perception or motor dysfunction include:

 Letting the child use a keyboard (computer) instead of handwriting. If the child must
write, teachers should not base a grade on handwriting.

 Using software that allows the child to speak words and have the computer put it into
writing.

 Finding pencil grips or special pens and pencils that are easier for your child to hold
and write with.
  Asking teachers to avoid assigning copying tasks.

 Letting children use a ruler to help them write straight.

 Trying different colors of paper or graph paper to see what works best for your child.
Some children can process information better on certain types of paper.

 Giving children large-print books or audio books so they don’t lose a love of stories
and reading.

METHODS TO COPE UP WITH LEARNING DISABILITIES

While there is no cure for learning disabilities, there are plenty of methods to help your child
cope with the disabilities. In fact, many individuals have worked their way along with their
disabilities to lead successful and full lives. Some of the treatments include:

 Schools that specialize in teaching children with learning disabilities

 Expert-led programs in addition to the school that specifically cater to children with
learning disabilities

 Special tutoring at home along with therapy in order to keep learning in a

comfortable environment

 Some learning disabilities such as ADHD (Attention Deficit Hyperactivity

Disorder) can be relieved with medication
 Special equipment for learning that keeps the specific disability in mind. This
includes audiotapes and laptops especially for children who have dyslexia or
dysgraphia

Tips to Handle a Child With Learning Disorders

There are several ways to deal with learning disability.

1. Take Charge of Child’s Education

Talk to child’s school and ensure that they have educators who are trained in teaching or
accommodating learning difficulties in child development. This includes developing an
Individualized Educational Plan (IEP) that takes into consideration the disabilities and
strengths of your child.

2. Identify Child’s Best Way to Study

Once identifying how child learns, use it to your advantage. If child has problems learning
from a page but has excellent auditory memory, then read out the text or find audio versions of
the book. This way, child is using their strength in order to learn.

3. Rethink Success

Most of us are conditioned to believe that success in school will translate to success in life.
However, learning key life skills will probably help child more in the real world than getting
good grades on standardized tests. Teach child the importance of hard work, discipline and
self-awareness. Child has to learn that being proactive also involves responsibilities that will
have a large payoff.

4. Lifestyle

While this is true for everyone, a child with learning disabilities will find that once their
physical health is at an optimum level, they will be able to concentrate and focus better. Teach
them the importance of eating right, getting adequate exercise, and sleeping for the right
amount of time every day.

5. Self-Care

This tip is meant for you as your physical and emotional health is extremely important for child.
Make sure to make time for yourself so that you do not burn out.
SIMPLE WAYS FOR TEACHING KIDS ABOUT DISABILITIES
It is important to foster a sense of empathy child whether they have a disability or not. Here
are a few tips on the same.

1. Being Different Is Not a Bad Thing

While most school children worry about fitting in, it is important that your children understand
that what makes them different also makes them special. Children with disabilities have special
needs that make them unique and in no way less than other children.

2. Equal Value

Just because someone might seem like they cannot do something doesn’t mean they cannot. To
make the disability the identifying characteristics of the child is not fair. Teach your child to
think of the similarities when thinking of abilities and value.

3. Disability Does Not Equal Sickness

It is very important to emphasize to the child that disabilities are not a sickness that can be
caught or transferred.

4. Words Count

When talking to child about disabilities, avoid using certain words like ‘sick’ or ‘wrong’ and
especially ‘normal’. Also, ensure that your child knows that teasing someone for their disability
is unacceptable.

5. Ask Questions

Reassure child that they must not hesitate to ask questions about aspects of the disability as
long as they keep the above points in mind.

Having a child with learning disabilities is a challenge. However, in today’s environment,

disabilities should not come in the way of your child’s development and life. Be sure to consult
with the right specialists on childhood learning disorders.
RESEARCH STUDIES

1.STUDY OF AWARENESS OF LEARNING DISABILITIES AMONG

ELEMENTARY SCHOOL TEACHERS

A Study was conducted to assess awareness of learning disabilities among elementary school
teachers. The objective of the present study is to assess current knowledge level of elementary
school teachers regarding learning disabilities. For this purpose, test of awareness regarding
learning disability among school teachers was developed which helps to access the current
knowledge level of school teachers. The lack of awareness among the general public as well
as educators and officials in the education department is the first problem that needs to be
addressed. The findings of the study concluded that the teachers had a meager knowledge
about learning disability. It has been recommended that orientation programmes and
workshops need to be conducted so that they can diagnose the problem of these children and
intervene accordingly.
2. LEARNING DISABILITIES RELATIONSHIP WITH SOME BIOLOGICAL
FACTORS - COMPARATIVE STUDY

A comparative study was conducted to assess learning disabilities relationship with some
biological factors. The study aimed at investigating the relationship between some biological
factors (Thyroid Gland, Mineral Salts, Protein) and learning disabilities. The sample of the
study consisted of (18) students with learning disabilities and (28) normal students, and for
achieving the study objectives, researcher used the students' blood tests to mark the rates of
both thyroid hormones, T4 and TSH, the rate of mineral salts (Potassium, Sodium, Calcium,
Magnesium), and also the protein rate, and comparing it with the normal average of this
variables. This results showed that there weren't statistically significant differences between
normal students and students who have learning disabilities with this variables.

CONCLUSION

Other disorders that make learning difficult Difficulty in school doesn’t always stem from a
learning disability. Anxiety, depression, stressful events, emotional trauma, and other
conditions affecting concentration make learning more of a challenge. In addition, ADHD and
autism sometimes co-occur or are confused with learning disabilities. ADHD – Attention
deficit hyperactivity disorder (ADHD) (/articles/add-adhd/attentiondeficit-disorder-adhd-in-
children.htm), while not considered a learning disability, can certainly disrupt learning.
Children with ADHD often have problems sitting still, staying focused, following instructions,
staying organized, and completing homework. Autism – Difficulty mastering certain academic
skills can stem from pervasive developmental disorders such as autism and Asperger’s
syndrome. Children with autism spectrum disorders (/articles/autism/autism-spectrum-
disorders.htm) may have trouble communicating, reading body language, learning basic skills,
making friends, and making eye contact.

REFERENCE

1. 1.Marilyn J Hockenberry. David Wilson Wong’s. Essentials of Pediatric Nursing. Elsevier

Publications. 8th Edition; New Delhi.